Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development

2014 ◽  
Vol 18 ◽  
pp. 3-10 ◽  
Author(s):  
N. Mattheos ◽  
H. de Bruyn ◽  
M. Hultin ◽  
S. Jepsen ◽  
B. Klinge ◽  
...  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
Implant Dentistry ◽  
The Continuum

scholarly journals Introducing continuing professional development

1994 ◽  
Vol 1 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Andrew Sims
Keyword(s):  
Professional Development ◽  
Health Service ◽  
Postgraduate Training ◽  
Professional Knowledge ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
Working Life ◽  
Knowledge And Attitudes ◽  
Standards Of Practice ◽  
High Standards

Most professions have recently realised that basic undergraduate and postgraduate training is not enough to maintain high standards of practice throughout a long career. Continuing professional development (CPD) has become a feature therefore of the working life of these professions, and medicine, which was in the forefront for undergraduate and postgraduate education, has somewhat lagged behind in this. The failure of consultants to keep up to date in their professional knowledge and attitudes is clearly detrimental to patients, to the doctors themselves, and to the Health Service.

Continuing professional development in implant dentistry in Europe

2014 ◽  
Vol 18 ◽  
pp. 33-42 ◽  
Author(s):  
T. C. Ucer ◽  
D. Botticelli ◽  
A. Stavropoulos ◽  
J. G. Cowpe
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Implant Dentistry

scholarly journals The Analysis of Content and Operational Components of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2016 ◽  
Vol 6 (2) ◽  
pp. 26-32
Author(s):  
Nataliya Mukan ◽  
Svitlana Kravets ◽  
Nataliya Khamulyak
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Systematic Analysis ◽  
The Usa

Abstract In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common features of the content, models, forms and methods of continuing professional development of public school teachers. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA, which determines the CPD content, has been highlighted; teachers’ knowledge, skills, professional values and attitudes have been characterised; the key models, forms and methods of teachers’ CPD have been defined. The teachers’ CPD has been studied by foreign and Ukrainian scientists: models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens), continuing professional education (Ya. Belmaz, T. Desyatov), postgraduate education (A. Kuzminskyy, V. Russol), professional education (R. Hurevych, N. Nychkalo), teacher training (T. Koshmanova, Ye. Yevtukh), teachers’ professional development (N. Klokar, V. Oliynyk). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

Postgraduate programmes leading to recognised credit-rated qualifications

2006 ◽  
Vol 88 (4) ◽  
pp. 129-129
Author(s):  
Sharon Drake
Keyword(s):  
Professional Development ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
Education And Training ◽  
Master Of Science ◽  
And Training

There is a growing recognition by healthcare professionals of the need to ensure their skills are kept up to date. While mandatory continuing professional development has enforced this to some extent within dentistry, the numbers of practitioners going on to undertake further postgraduate education and training through the completion of credit-rated certificates, diplomas and Master of Science degrees is increasing.

scholarly journals Factors Affecting a Pharmacist Led Postgraduate Education Event: An Island Case Study

2018 ◽  
Author(s):  
Ricarda Micallef ◽  
Reem Kayyali
Keyword(s):  
Professional Development ◽  
Statistical Difference ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Postgraduate Education ◽  
Factors Affecting ◽  
Face To Face ◽  
Professional Groups ◽  
Change In Practice

There are no widely established models for postgraduate interprofessional (IPE) events. Due to low number of healthcare professionals (HCPS) on the island of Guernsey, pharmacist continuing professional development (CPD) events incorporate an IPE element making it a unique CPD model. This study evaluates an event that took place in April 2015, to support identification of positive attributes of the event as an IPE case study. From 33 attendees 29 [88%] evaluation forms were returned covering an audience including pharmacists, doctors and nurses. Although the event increased knowledge and understanding of the topic, there was a statistical difference when comparing anticipated change in practice [p<.05], with over half [n=15, 51.7%] saying the learning would not change their practice. No significant differences in responses were seen between different professional groups. Attendees were positive about learning with other HCPs. The focus group comprising 6 professionals identified a key theme of ‘factors affecting attendance at an IPE event’ with four subthemes; IPE and networking, topic, convenience and CPD. All professions were open to and saw the benefit of IPE. Face-to-face events were preferred, facilitated by an expert speaker, with a topic that has relevance to multi-professions. Post qualification IPE events allow a synchronised view of a topic and should be encouraged in the future.

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